The International Conference on : Excellence, Creativity, and Innovation in Basic & Higher Education

The International Centre for Innovation in Education (ICIE) is committed to the development of all learners as productive world citizens and leaders for the future. This International Conference will provide a conference programme with the highest calibre of: Nobel Prize winners, keynote speakers, invited speakers, and a large number of scholars and presenters alongside a selection of exhibitors. The ICIE conferences are milestones in the journey towards leadership, creativity and innovation in basic-higher education and psychology.

The International Conference on : Excellence, Creativity, and Innovation in Basic & Higher Education

Conference Aims and Objectives:
Encourage volunteer spirit; Promote excellence and sustain quality; Connecting Communities; Strive for improvement; Evolve responsibly; Meet community expectations of quality; Sustain competitiveness and viability; and Balance innovation with core essentials.We encourage anyone with an interest in: innovation in education, excellence in education, and gifted education to attend this conference. The participants will include: university academics, psychologists, education policy advisers and managers, business and industry leaders, gifted and talented program coordinators, school heads, graduate students, parents and caretakers.

Innovations in Learning/Teaching Organisation for Boosting Creativity of Learners

This symposium is co-organized by: the ESCP-Europe; European Institute of Education and Social Policy (EIESP); and the Universal Education Foundation (UEF).

Established in 1819, ESCP Europe is the world's oldest business school. With its five urban campuses in Paris, Berlin, London, Madrid, and Torino, ESCP enables the provision of a European style of cross-cultural business education. ESCP Europe’s network of around 100 partner universities extends the School’s reach from European to worldwide. The School is founding partner of heSam, a cluster of well-known institutions for research and higher education structured around the Sorbonne University.

Triple-crown accredited (EQUIS, AMBA, and AACSB), ESCP Europe welcomes 4,000 students and 5,000 executives from 90 different nations every year, offering them a wide range of general management and specialised programmes (Master, MBA, PhD and Executive Education). Through a combination of innovative pedagogy, cross-campus programmes with integrated curricula, and a research-active faculty, ESCP Europe is a major player for the development of a European, transnational management culture. The aspiration of ESCP Europe is the credo of Europe: to remain faithful to its humanistic values while at the same time anticipating the new ways of the world.

The European Institute of Education and Social Policy (EIESP) is a non-profit organisation with 40 years' experience in the analysis of education and training policies in Europe and in the partner countries of the European Union and beyond. Founded in 1975 by the European Cultural Foundation, the EIESP contributes through its work and its international network to strengthening cooperation in education in Europe and between Europe and its partners. The Institute edits the ‘European Journal of Education’ which is published by Wiley/Blackwell. The Institute and journal bridge education policy, practice and research. Among the ongoing projects commissioned by the European Commission and CEDEFOP:

KeyCoNet: European network on the implementation of key competences in Europe;

The application of learning outcomes approaches across Europe;

The European Literacy Network, which aims to develop toolkits to support outreach and raise awareness on the ongoing challenge of low literacy in Europe; and

The co-organisation of a European conference with the University of Montpellier on a jointly-developed report on ‘Policy measures to improve the attractiveness of the teaching profession in Europe’.

The Universal Education Foundation (UEF) is a foundation registered in the Netherlands and active in Europe and the Middle-East since 2004. UEF’s vision is of “Inclusive and supportive societies where children and adults respect each other as competent partners and learn how to realize their unique potential throughout their lives”. Towards this vision, UEF has initiated Learning for Well-being (L4WB) initiatives in Europe and in Palestine (called Elham in Arabic, which means “inspiration”). They bring together governments, NGOs, researchers, practitioners and foundations from different sectors in order to undertake actions together that emphasize the interconnectedness of the problems and situations affecting children’s lives, and hence the need for cooperation across multiple sectors and service providers. It works with children, youth and adults with different experiences and expertise. It aims to influence policies; collect and promote inspiring practices; offer mutual learning opportunities; and develop measurement, monitoring and evaluation criteria and approaches. It is a testing ground for engaging with children and youth as equal partners, and for developing multi-sector cooperation.

Learning for Well-being focuses on cultivating environments and core capacities for children that:

• Nurture the qualities that provide purpose, meaning and direction to one’s life;

• Recognize the uniqueness and diversity of each individual;

• Emphasize the nature and quality of relationships;

• Support participation in ways that are fulfilling and truly contribute to society.

Moderators: Alain Michel (EIESP); Jean-Michel Saussois (ESCP Europe)

Alain MICHEL

European Institute of Education and Social Policy

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Honorary General Inspector of the French Ministry of Education, former Deputy Dean of the Ecole Nationale d’Administration (ENA), Alain MICHEL is now consultant in education policy and scientific adviser of the European Institute of Education and Social Policy (EIESP) as well as Futuribles International (foresight think tank). General Inspector from 1994 to 2010, he has an international experience in education policy, evaluation of education policies and schools, foresight, teachers’, school heads’ and inspectors’ recruitment, training and assessment, and curriculum design. He was a member of the Governing Board of CERI/OECD (1993-2004) and has been an expert for UNESCO and the European Commission since 1994. President of the Board of the EIESP (2004-2011), he was also president of the French National Association of Education Administrators (1999-2002) and he is a member of the editorial board of three journals: European Journal of Education, ‘Administration et éducation’ and ‘Futuribles’.

Jean-Michel SAUSSOIS

ESCP Europe

Jean-Michel SAUSSOIS is Professor Emeritus at ESCP Europe (Paris Campus). Graduate of the business school HEC, he also has a Doctorate in Sociology.His field of expertise is the evaluation and implementation of public policies and management of change within public administrations and organisations.He is a former Head of the national agency ANVIE which produces and disseminates research studies in social sciences for industry.For many years Professor Saussois has worked as a consultant with OECD through the Centre for Educational Research and Innovation (CERI) and within the public management division. He led a three year OECD project in the field of knowledge management resulting in the publication of a book “Knowledge management in the learning society 2001”.Professor Saussois is a member of several editorial boards:Sociologie du travail, Management et politiques publiques. He is the author of many articles on organisation, public management and knowledge management. He published several books, including Capitalisme sans répit (2006), Théories des organisations (2012), Capitalisme, un dieu sans bible (2010), Les organisations (2012).

Professor at the National School of Architecture in Marne la Vallée (Descartes campus) since 2000, Isabelle BIRO has also been visiting professor at UCLA, USC, SCI-Arc and Cal Poly Pomona in Los Angeles. An architect graduate, she has run her own practice since 1985, having the opportunity to design several educational buildings (kindergartens, primary schools and high schools). She was awarded several distinctions such as the “albums de la Jeune architecture” in 1986 and the exhibition “40 architects under 40” at the Venice Biennale in 1991. She is currently working on two high school projects (one in the design stage, the other one under construction) in Paris suburb for the Region Ile-de-France. She is also doing research with her students about relationships between space and education.

Designing School-Buildings for Innovative Learning and Stimulating Creativity of Pupils and Students

How the design of school infrastructures can address some requirements of 21st century education and nurture pedagogical innovation and creativity of students? A few examples will be shown through some slides selected either from OECD studies about learning environments or from my own experience in order to illustrate the interrelations between architecture/urbanism and innovative learning. A final concrete example will be based on an ongoing project which is carried out with my students of the School of Architecture at Marne-La-Vallée.

Isaac GETZ

ESCP-Europe

Isaac GETZ is a professor at the top-ranked ESCP Europe Business School Paris campus. He was also Visiting Professor at Cornell and Stanford Universities and at the University of Massachusetts. Dr. Getz studied over 200 companies in 25 countries and published research on diverse topics related to innovation, leadership, excellence, learning, transformation, and freedom and responsibility culture. In 2009, he co-authored with Brian Carney a widely acclaimed book Freedom, Inc.: Free Your Employees and Let Them Lead Your Business to Higher Productivity, Profits, and Growth with Crown Business/Random House. Editions have appeared or forthcoming in France, Czech Republic, Hungary, Sweden, Holland. The French edition Liberté & Cie (Fayard, 2012/Flammarion, 2013) has won the DCF Best Book Award in Corporate Strategy. In 2010, his “Liberating Leadership” California Management Review article based on the book’s research won the Syntec Annual Award for the best academic article in the category Management/HR/Organization.

How Self-Direction - the Key to Freedom-Based Companies - is (not) Forged by our Education

When asked when people start to lose their self-direction and wait for orders, the liberating leader and CEO Ricardo Semler replied: “At the age of 3.” He also launched a school Foundation Lumiar where there are no teachers to tell 3 year olds what to do. He hopes his school will educate adults not afraid of self-direction.Perhaps the educational moment where self-direction is lost is even earlier, at the age of 2. It is at this age that children ask to do the things “by themselves”. How a father, hurrying to the early appointment reacts to his son’s request to spend three minutes putting the coat by himself?

In our short presentation we will reflect how these early educational experiences form individuals who expect others to direct them although this is one of the biggest obstacle for them being engaged and active contributors in their professional and personal adult lives.

Jean GORDON

UEF and Learning for Well-being Consortium

Jean GORDON is an international consultant specialised in education and training policy and strategies for lifelong/life-wide learning having retired at the end of 2013 from her position as Director of the European Institute of Education and Social Policy where she had worked since 1989. Jean has over 25 years' experience in the comparison and analysis of education policies and systems, and in contributing to lifelong learning opportunities and personal development through improving access to learning and its recognition, individualising pathways and increasing transparency of learning and qualifications in Europe. Since 2005 she has been working with Universal Education Foundation and is a member of the Learning for Well-being Consortium. In recent years, a significant part of her work has focused on the shift to learning outcomes, both in adult learning and school education, the development and implementation of key competence policies in Europe and developing a policy advocacy report on and tools for learning for well-being. She has undertaken projects and studies for the EU, in the EU Member States, as well in partner countries (Western Balkans, MEDA countries and Central Asia). Jean is a Joint Editor of the European Journal of Education for which she has designed and/or coordinated issues on the futures of learning, education and well-being, intercultural dialogue, equal opportunities, qualifications frameworks, access to lifelong learning, and literacy.

Learning for Well-being: Creativity and Inner Diversity

The presentation will explore the perspective that well-being and creativity can be nurtured in children through understanding and addressing the diverse ways in which children learn, communicate, and develop (inner diversity). In particular our working hypothesis is that focusing children's and young people's learning towards the realisation of their well-being supports and enables creativity. But it also requires firstly addressing how children perceive, engage with, and express creativity in different ways and secondly nurturing the development of core capacities to, in turn, underpin their capacity to develop key competences and skills in formal and non-formal learning settings. In recommending that education systems take the well-being of children as their central purpose, we are suggesting that there are capacities, ranging from personal qualities to behavioural skills, which are necessary for the development of the personal resources to enable lifelong and life-wide learning.

Janet LOONEY is the director of the Institute of Education and Social Policy. She has worked internationally as a consultant with several public and private sector organizations. Between 2002 and 2008, she worked at the OECD, leading two major international studies on assessment and evaluation. She was Associate Director of the Institute for Public Policy and Management at the University of Washington (1996 – 2002), focusing on community development and urban education reforms. At the Institute, she also led the Progress Project to consider how we define, measure and promote progress. She began her career as a programme examiner in the Education Branch of the U.S. Office of Management and Budget, Executive Office of the President (1994-1996).

“Everyday Creativity” in Schools Changes the Dynamics of Teaching and Learning

This presentation will explore how a greater focus on “everyday creativity” in schools changes the dynamics of teaching and learning. It will look briefly at the main concepts underpinning creativity in education. It will then focus on examples of creative partnerships, which bring together educators, learners and creative professionals. This is followed by a discussion on how teachers assess learners’ creative dispositions, as well as the quality of creative processes and products. School-level strategies and policy and research are vital to support learners’ and teachers’ everyday creativity.

François TADDEI

Center for Research and Interdisciplinarity (CRI); Université Paris Descartes

François TADDEI is a researcher in evolutionary systems biology and an expert on the future of research and education. He has created Bachelor, Master and PhD programmes at the Center for Research and Interdisciplinary (CRI) in Paris in order to empower the new generations of change makers by training them through research at the frontiers of disciplines.

He conducted a learning process through research experiment in a primary school located in an underprivileged area. Schoolchildren worked with two of France’s leading myrmecologists exploring the frontiers of knowledge. The pupils were empowered to be actors of their own learning process, and their findings about science and themselves triggered their desire to be effective actors in a global society. This experiment is already spreading throughout Paris where children and PhD students work hand in hand learning through research in 40 weekly workshops. François Taddei has taken the lead of the Institute for Learning through Research that was selected in March 2012 by the International Scientific Committee of the National Innovative Training Program (IDEFI) of the French Ministry of Research. François Taddei has participated in various working groups on the future of research and education («France 2025 », OECD report, etc.). He holds the UNESCO Chair “Learning sciences”.

‘Savanturiers– Ecole de la Recherche’

‘Savanturiers– Ecole de la Recherche’ is an educational program created by CRI aiming at implementing learning through research in schools. It enables schoolchildren to adopt the methods, concepts and ethics of research to enhance their own learning process and skills, thus empowering them to become creative, innovative and committed citizens. Currently, this program runs 40 weekly workshops throughout Paris. It was also used by hundreds of classes thanks to a partnership with the Palais de la Découverte.

The European Journal of Education

The EIESP edits the European Journal of Education which is published by Wiley-Blackwell. EJE is a peer reviewed journal of international reputation and readership specialised in research on education and the evaluation and review of education and training policies in a global perspective. It is thematic and receives an ISI Impact Factor ranking. EJE is available in about 16,000 institutions across the world through different types of subscriptions, data bases such as JSTOR and EBSCO and through special subscriptions for institutions (e.g.. universities) in countries where budgets are not sufficient to allow for costly full price subscriptions. In 2012 there were over 105,000 downloads of articles.

The members, board members and the network of the institute and the European Journal of Education are from different European countries, North America and the 'MEDA' region. The editorial board and the editorial correspondents of the journal bring an international perspective in the different domains of research and policy analysis for lifelong learning. The Chair of the editorial board is Roberto Carneiro, an highly respected academic and a former Minister of Education of Portugal. He was a member of the UNESCO International Commission, chaired by Jacques Delors, that wrote ‘Learning, the Treasure Within’.

The International Centre for Innovation in Education (ICIE) is committed to the development of all learners as productive world citizens and leaders for the future. This International Conference will provide a conference programme with the highest calibre of: Nobel Prize winners, keynote speakers, invited speakers, and a large number of scholars and presenters alongside a selection of exhibitors. The ICIE conferences are milestones in the journey towards leadership, creativity and innovation in basic-higher education and psychology.

Conference Aims and Objectives:

Encourage volunteer spirit;

Promote excellence and sustain quality;

Connecting Communities;

Strive for improvement;

Evolve responsibly;

Meet community expectations of quality;

Sustain competitiveness and viability; and

Balance innovation with core essentials.

This conference provides you with the opportunity to:

Explore the latest developments in education & psychology in general, and innovation in education in particular;

Examine the need for sustainable educational systems;

Integrate the latest technology into the education system;

Debate the future of education & psychology: What are the challenges ahead?

Learn from innovative case studies where educational institutions have taken the initiative;

Engage in a series of seminars designed to debate the theory and practice of real improvement in education & psychology; and

Participate in pre-conference workshops designed to develop participants' competencies.

We encourage anyone with an interest in: innovation in education, excellence in education, and gifted education to attend this conference. The participants will include: university academics, psychologists, education policy advisers and managers, business and industry leaders, gifted and talented program coordinators, school heads, graduate students, parents and caretakers.